United International Journal for Research & Technology

Volume 05, Issue 07, 2024 | Open Access | ISSN: 2582-6832

Enhancing Scientific Skills among Students Through

Engaging in Active Learning Activities
Mark Joseph B. Balaoro
School of Graduate Studies, St. Louise de Marillac College of Sorsogon, Sorsogon City, Philippines

Abstract— This study investigates the enhancement of scientific skills among students through engaging active learning
activities in educational settings. Active learning, characterized by hands-on experiments, interactive discussions, and
problem-solving tasks, offers a dynamic approach to science education. The rationale for this research lies in the
recognition of the importance of scientific literacy and critical thinking skills among students to prepare them for success
in a technologically-driven world. The study encompasses diverse active learning strategies employed by science teachers
in private schools in Bulan, Sorsogon, emphasizing engagement, collaboration, and practical application of scientific
concepts. Methodological aspects include surveys, discussions, and analysis of responses from science teachers to identify
prevalent active learning activities, challenges faced, and effective teaching strategies. Findings reveal a range of active
learning methods, such as hands-on experiments and group discussions, which enhance students' understanding and
retention of scientific principles. Interpretations emphasize the importance of addressing these challenges through
comprehensive training programs and systemic changes in curriculum design. The study underscores the significance of
integrating active learning modules into the curriculum to create engaging learning environments that promote scientific
skills development.

Keywords— active learning, scientific skills, science education, student engagement, curriculum design

I.INTRODUCTION students, highlighting the need for innovative teaching

In the contemporary educational landscape, amidst the
rapid globalization and technological advancements of
the digital era, there's an urgent need to adapt teaching
methods. This necessity arises from the demand to
empower students with scientific skills that are essential
for navigating the complexities of today's world. One
effective strategy for achieving this goal is through
active learning activities. Active learning engages
students directly in the learning process, encouraging
them to inquire, think critically, and develop skills for
lifelong learning (Brown, 2022).
In today's rapidly evolving landscape, characterized by
technological advancements and dynamic socio-
economic trends, the imperative to cultivate robust
scientific literacy among students has never been more
pressing. Recognizing this urgency, UNESCO
advocates for the enhancement of science education
worldwide, emphasizing the pivotal role of academic
achievement and laboratory competence in preparing
learners for the challenges of the 21st century.
Within the Philippine context, the Department of
Education (DepEd) faces significant challenges in
improving educational standards, especially in science
teaching. Many schools struggle with low academic
performance and inadequate laboratory skills among
methods. In this context, active learning activities stand
out as a promising approach to enhance scientific skills
among students (DepEd, 2018). These activities involve
hands-on experiences and interactive tasks that
encourage students to engage directly with scientific
concepts, fostering deeper understanding and
proficiency.
Despite the promising potential of incorporating active
learning activities into Philippine classrooms, their
widespread implementation is still in its early stages,
leaving much untapped potential. Therefore, it is crucial
to conduct empirical research to understand how these
activities impact students' academic achievement and
laboratory skills. This study aims to address this gap by
exploring how active learning activities, aligned with
the promotion of scientific skills, influence student
performance in general science education. Specifically,
the research will examine the relationship between
active learning methods and academic outcomes, as well
as laboratory competencies. Through this investigation,
valuable insights can be gained to guide evidence-based
teaching practices and shape the direction of science
education towards excellence (Smith & Johnson, 2019).
Enhancing scientific skills among students through
engaging active learning activities embodies a

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 United International Journal for Research & Technology
Volume 05, Issue 07, 2024 | Open Access | ISSN: 2582-6832
significant departure from conventional educational
practices, prioritizing student involvement and
independence in the learning process. Unlike traditional
teaching methods centered on passive reception of
knowledge, this approach empowers students to take
charge of their learning with guidance from instructors.
The effectiveness of this approach, showing that
students engaged in active learning activities exhibited
notably enhanced academic performance and
proficiency in laboratory skills across various scientific
disciplines (Santos and colleagues, 2019).
The research aims to explore how active learning
activities can enhance students' scientific skills. By
examining the effectiveness of active learning methods
in promoting a better grasp of scientific concepts, this
study seeks to uncover their specific advantages.
Through thorough analysis and practical investigation,
it delves into the various ways in which active learning
contributes to a deeper understanding of science among
students. This research sheds light on the potential of
active learning strategies to revolutionize science
education in the Philippines (Garcia et al., 2019).
In pursuit of enhancing scientific skills among students
through engaging in active learning activities, this study
sets sail on a journey driven by evidence-based practice.
It navigates unexplored territories to uncover insights
that could revolutionize science education in the
Philippines. By exploring the relationship between
teaching methods and student outcomes, it aims to gain
a deeper comprehension of the intricate dynamics that
contribute to successful teaching and learning
experiences (Smith & Jones, 2018).
At its core, this study embodies the essence of scientific
inquiry, inviting researchers to explore new horizons in
pursuit of knowledge and insight. With its thorough
approach and insightful examination, it aims to uncover
the fundamental aspects of successful teaching and
learning, providing valuable perspectives that can guide
policies and practices in science education (Smith,
2018). Within the realm of inquiry, this study embraces
scholarly rigor and intellectual exploration, encouraging
researchers to delve into unexplored territories of
educational research in their quest for truth and
comprehension. Through its meticulous analysis and
rigorous methodology, it seeks to unravel the
complexities surrounding student learning, shedding
light on the transformative power of active learning
activities within the educational context of the
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Philippines. By conducting empirical investigations and
upholding scholarly standards, this study endeavors to
demystify the process of student learning, revealing the
potential of active learning approaches to revolutionize
science education in the Philippines. Navigating through
the intricate pathways of educational discourse, it
remains steadfast in its mission to elucidate the
underlying principles of effective teaching and learning,
offering insights that can shape policies and practices in
the science education domain.
In the realm of education, this study serves as a crucial
guidepost for ushering in positive changes, paving the
way for improved teaching methods and enhanced
learning outcomes. By delving deeply into the dynamics
of student learning, it aims to shed light on effective
strategies that foster academic success and mastery of
scientific skills.
The study at hand serves as a testament to the enduring
curiosity that drives academic exploration, inspiring
researchers to uncover the secrets nestled between
theory and practice. Employing a rigorous methodology
and thorough analysis, it aims to break free from
conventional teaching methods, paving the way for
innovative approaches to learning. Amidst the myriad of
voices and perspectives, this study shines as a symbol of
intellectual rigor and academic curiosity, urging
educators and policymakers to embrace its call for
change. By offering sharp analysis and nuanced
observations, it seeks to initiate conversations that
bridge disciplinary gaps, promoting cooperation and
joint efforts in revitalizing education (Wang et al.,
2019).
In pursuit of knowledge and understanding, this study
embodies the essence of academic investigation. By
gathering evidence and presenting reasoned arguments,
it seeks to illuminate pathways toward enlightenment.
Within the realm of education, it remains dedicated to
unraveling the complexities of student learning,
shedding light on how active learning activities can
enhance scientific skills among students. This research,
conducted within the educational context of the
Philippines, serves as a catalyst for intellectual growth.
Through a rigorous examination of various teaching
methods and careful analysis, it aims to surpass
conventional thinking, paving the way for innovative
teaching practices and improved educational outcomes
(Johnson, 2016).
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Volume 05, Issue 07, 2024 | Open Access | ISSN: 2582-6832
In advancing the enhancing scientific skills among
students through engaging in active learning activities,
this study is deeply rooted in gathering solid evidence
from empirical sources, avoiding mere guesswork, and
prioritizing thoroughness and accuracy. As it delves into
the realm of education, dedication lies in uncovering the
secrets that surround student learning, paving the way
for both academic success and mastery of laboratory
techniques.
In the pursuit of enhancing scientific skills among
students through engaging in active learning activities,
this study embodies the relentless curiosity driving
academic exploration. It invites researchers to delve into
new realms of understanding, aiming to uncover insights
that illuminate the learning process. By employing
thorough analysis and robust methodology, this research
seeks to demystify the intricacies of student learning
within the Philippine educational context, highlighting
the transformative power of engaging learning
experiences.
II.OBJECTIVES
This study was conducted to enhance scientific skills
among students through engaging in active learning
activities. Specifically, it aims to identify the different
activities employed by science teachers that engage in
active learning and examine the specific scientific skills
that are cultivated through these activities. To analyze
the various strategies used by teachers to implement
active learning effectively, as well as to investigate the
factors that hinder teachers from employing these
methods.
Furthermore, the study aims to propose a comprehensive
teaching-learning package that incorporates active
learning techniques to improve the scientific skills of
learners, addressing the identified challenges and
enhancing the overall educational experience in science
classrooms.
III.METHODOLOGY
This study employed a mixed-method research design to
evaluate the impact of active learning activities on
student engagement and scientific skills development.
The explanatory sequential method was used to
comprehensively examine the effectiveness of active
learning strategies. Quantitative data were collected
through surveys administered to science teachers, while
qualitative data were gathered via classroom
observations and focused group discussions. This
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approach facilitated a thorough understanding of the
implementation and outcomes of active learning
activities in science education.
The participants were science teachers from private
schools in Bulan, Sorsogon. A total of 15 teachers from
St. Louise de Marillac School of Bulan, Inc. (11
teachers) and Solis Institute of Technology, Inc. (4
teachers) were selected using a simple random sampling
method. This approach ensured a representative sample,
mitigating bias and enhancing the validity of the
findings. Participants were informed about the study's
objectives and procedures, and informed consent was
obtained to adhere to ethical standards. Confidentiality
and anonymity were maintained throughout the
research.
Various research instruments were employed to evaluate
the effectiveness of active learning in science education.
These included survey questionnaires administered to
science teachers to gather data on their perceptions and
experiences with active learning activities. Focus-group
discussions were conducted to gain qualitative insights
into students' development of practical scientific skills
through these activities. Classroom observations
documented interactions, participation levels, and
engagement during active learning sessions, providing
qualitative insights into instructional dynamics.
Additionally, semi-structured interviews with teachers
delved deeper into their perspectives on the
effectiveness and challenges of active learning
activities.
Data gathering procedures involved several steps.
Permissions and approvals were obtained from school
administrations and relevant authorities to conduct the
study within the schools. Informants were selected
based on teaching experience, subject expertise, and
willingness to participate, ensuring a comprehensive
sample. Active learning activities were implemented in
selected science classes, with teachers receiving training
and guidance to ensure consistent and effective
implementation. Surveys were administered, and focus-
group discussions were held to collect qualitative
feedback.
Data were treated through both quantitative and
qualitative analyses. Survey responses were subjected to
frequency counts to identify prevalent themes and
perspectives among the informants. Qualitative data
from focus-group discussions and interviews were
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analyzed using thematic analysis, involving coding and
identifying patterns within the data. This dual approach
provided deeper insights into teachers' experiences and
perceptions.
By integrating quantitative and qualitative data, the
study provided a robust understanding of the
effectiveness of active learning activities in enhancing
scientific skills among students in private schools in
Bulan, Sorsogon. The combined analysis allowed for
meaningful conclusions and recommendations based on
the comprehensive perceptions and experiences of the
participating science teachers.
IV.RESULTS AND DISCUSSION
The following results were gathered, analyzed, and
interpreted by the researcher based on the objectives of
the study. Frequency count and thematic analysis were
also used.
Table 1.0 Activities Employed by Science Teachers that Promote Engaging Active Learning
Activities
Interactive/Group Discussion
Problem-solving Activities
Hands-on Experiments
Online Quizzes and Games
Concept Mapping
Simulations and Virtual Labs
Jigsaw Activities
Science Debates
Role-playing
Field Trips
Table 1.0 provides insights into the frequency and
ranking of various activities that promote engaging
active learning in science, as perceived by the
informants. Interactive/Group Discussion and Problem-
solving Activities emerged as the most frequently cited
activities, with both obtained a high frequency of 15 and
sharing the top rank of 1.5. This suggests that informant
highly value interactive discussions and problem-
solving tasks as effective means to engage students
actively in science learning. These activities likely
encourage critical thinking, collaboration, and
application of scientific concepts. Hands-on
Experiments also garnered a significant frequency of 14
and obtained the rank of 3. This indicates that hands-on
experiments are widely recognized as valuable active
learning tools in science education. They provide
students with tangible experiences, allowing them to
explore scientific phenomena firsthand and develop
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1. Activities Employed by Science Teachers that
Promote Active Learning
The study delves into how science teachers actively
engage their students in the learning process. It seeks to
understand the various methods and activities utilized by
teachers to promote active learning in science
classrooms. Active learning involves techniques where
students are actively involved in the learning process
rather than passively receiving information. By
investigating these activities, the research aims to
uncover the diverse approaches teachers employ to
make science education more interactive and engaging
for students. From hands-on experiments to group
discussions and interactive demonstrations, the study
explores the spectrum of strategies teachers use to foster
a dynamic learning environment where students are
actively involved in their own education.
Frequency Rank
15 1.5
15 1.5
14 3
12 4
11 5
9 6
7 7.5
7 7.5
5 9
0 10
practical skills. Online Quizzes and Games obtained a
frequency of 12 and ranked of 4. This suggests that
informant perceive the integration of technology-
mediated activities as beneficial for promoting active
learning in science. Online quizzes and games can
enhance student engagement and motivation while
providing opportunities for self-assessment and
reinforcement of scientific concepts.
Furthermore, Concept Mapping obtained a frequency of
11 and obtained the rank of 5. Concept mapping is
valued for its ability to visually represent relationships
between scientific concepts, aiding in comprehension
and retention. Its inclusion in the list indicates
recognition of its effectiveness in promoting active
learning. Simulations and Virtual Labs were mentioned
by 9 informants and rank of 6. While slightly less
frequent than other activities, simulations and virtual
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labs offer valuable opportunities for students to explore
complex scientific phenomena in a controlled virtual
environment, fostering inquiry and experimentation.
Jigsaw Activities and Science Debates were cited by 7
respondents each, sharing the rank of 7.5. These
activities promote cooperative learning and critical
thinking, allowing students to analyze and synthesize
information from different perspectives. Role-playing
activities cited by 5 respondents and obtained the rank
of 9. While less frequently mentioned, role-playing can
be an engaging way to contextualize scientific concepts
and promote empathy and perspective-taking. And Field
Trips obtained 0 frequency from the informants and
placed the rank of 10, indicating that it is not commonly
perceived as a primary activity for promoting active
learning in science among the informants.
The data highlight the diversity of activities that
educators perceive as effective in promoting active
learning in science. Interactive discussions, problem-
solving tasks, hands-on experiments, and technology-
mediated activities are particularly valued, while others
like field trips may be less commonly implemented or
considered. These findings underscore the importance of
incorporating a variety of active learning strategies to
cater to diverse learning styles and foster meaningful
engagement in science education.
2. Scientific Skills Developed in Using Active
Learning Activities
The responses from science teachers highlighted the
effectiveness of active learning activities in fostering the
development of scientific skills among students. Theme
1&2 Hands-on Learning and Conceptual Understanding
are promoted through active learning activities like
hands-on experiments and group discussions. These
methods enable students to construct their
understanding of scientific concepts, resulting in deeper
comprehension and retention. Additionally, Theme 3
Contextualized Learning integrates these activities into
real-life contexts, ensuring students develop
fundamental scientific skills in a meaningful and
engaging manner. By teaching scientific concepts within
relevant contexts, educators create opportunities for
students to apply their knowledge in practical scenarios,
fostering a deeper understanding of scientific principles.
Theme 4 Collaboration and Engagement are also
emphasized, as active learning encourages students to
share ideas, discuss concepts, and work together towards
common goals. Through collaborative learning
experiences, students not only enhance their
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understanding of scientific concepts but also develop
essential interpersonal skills such as communication and
teamwork.
Theme 5&6 Problem-solving and Critical Thinking
skills are honed through activities like problem-solving
tasks and simulations. These methods engaged students
in analyzing data, evaluating hypotheses, and drawing
informed conclusions, preparing them to tackle complex
scientific challenges. Theme 7 Real-world Application
of Knowledge is facilitated by active learning activities
that enable students to apply their scientific knowledge
and skills to practical scenarios. By bridging the gap
between theoretical learning and practical application,
students developed the complex scientific skills
necessary for success in academic and professional
environments. Theme 8 Immersive Experiences, such as
simulations and virtual labs, provide students with
opportunities to interact with complicated scientific
phenomena. Through these experiences, students
develop critical thinking and problem-solving skills
essential for scientific inquiry and discovery.
3. Teaching Strategies Employed by Science Teachers
in Active Learning
Science teachers employed a diverse range of teaching
strategies to foster active learning in their classrooms.
Among these, Theme 1 Discussion and Expression of
Ideas stand out as pivotal components of science
education. These practices created collaborative
learning environments where students can share, debate,
and refine their understanding of scientific concepts.
Through facilitated discussions and prompts for
expression, teachers encourage critical thinking and
engagement, fostering the construction of knowledge
through dialogue and interaction.
Theme 2 Discovery Learning Approach represents a
fundamental shift in the educational paradigm,
empowering students to actively explore and discover
new knowledge through hands-on experiences and
problem-solving activities. By assuming the role of
facilitators rather than lecturers, teachers guide students
in inquiry, investigation, and independent discovery.
Through this approach, students develop critical
thinking and problem-solving skills while taking
ownership of their learning journey.
Theme 3 Differentiated Instruction serves as a
cornerstone in science education, allowing teachers to
address the diverse learning needs, interests, and
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abilities of students within the classroom. By tailoring
instruction to individual needs, educators ensure that all
students have opportunities to engage effectively with
the curriculum. Through the use of differentiated
instructional materials and activities, students are
empowered to leverage their strengths and contribute
meaningfully to the learning community.
Theme 4 Gamification and Game-Based Teaching
represent innovative approaches to science education,
integrating game elements into the instructional process
to enhance engagement and motivation. Techniques
such as points, badges, and challenges are utilized to
create interactive and experiential learning
environments. Through gamification, teachers promote
active learning, critical thinking, and collaboration
among students, making science education more
engaging and effective.
4. Factors that Hinder Teacher’s Employment of
Active Learning
Science teachers encounter several challenges when it
comes to effectively implementing active learning
methods in the classroom. These hurdles are
multifaceted, encompassing factors like Theme 1 Lack
of Resources, Theme 2 Time Constraints, Theme 3
Classroom Management and Student Engagement, and
Theme 4 Curriculum Constraints Training.
One significant challenge is the lack of resources, which
includes limitations in time, materials, technology, and
support personnel. Time constraints within the
curriculum often restrict teachers from integrating
hands-on activities, experiments, and group projects into
their lesson plans, impacting the practical application of
scientific concepts. Additionally, inadequate access to
laboratory equipment, science kits, and other essential
materials further impedes the implementation of active
learning strategies.
Moreover, challenges related to classroom management
present significant obstacles to creating an environment
conducive to active learning. Maintaining discipline and
managing student behavior are vital aspects of
facilitating effective learning experiences. Furthermore,
the lack of access to materials and insufficient training
in implementing active learning activities pose
significant hurdles for educators. Without proper
training and support, teachers may struggle to
incorporate innovative teaching methods effectively,
ultimately impacting the promotion of scientific skills
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among students. Addressing these challenges requires
comprehensive solutions that prioritize resource
allocation, professional development opportunities, and
strategies for enhancing classroom management
practices.
5. Proposed Teaching-Learning Package on Active
Learning to Improve Scientific Skills of the Learners
The proposed teaching-learning package on active
learning aims to enhance students' scientific skills by
integrating innovative instructional methods into the
curriculum. It recognizes the importance of active
learning methodologies in promoting deeper
understanding, critical thinking, and problem-solving
among learners. Through hands-on exploration, inquiry-
based learning, and collaborative activities, the package
seeks to create an engaging learning environment where
students can develop essential scientific skills such as
critical thinking, problem-solving, and communication.
Comprising active learning modules, tailored
assessment tools, and teacher support materials, the
package is designed to provide comprehensive resources
for both students and educators. The active learning
modules will offer interactive lessons and activities that
encourage student engagement and exploration of
scientific concepts. Assessment tools will be specifically
designed to measure students' progress in developing
scientific skills, while teacher support materials will
equip educators with the necessary resources and
guidance to effectively implement active learning
strategies in the classroom. Together, these components
aim to promote a student-centered approach to learning
and foster the development of scientific skills among
students in Private Schools in Bulan, Sorsogon.
V.CONCLUSIONS AND RECOMMENDATIONS
Based on the preceding findings, the researcher
concludes that the inquiry-based approach is the most
common activity in engaging students and enhancing
scientific skills employed by science teachers. Both the
basic and the complex scientific skills are developed
through active learning activities.
In implementing active learning, the strategies used by
science teachers include, allowing learners to involve
themselves in discussions and expression of ideas,
exposing them to discovery learning, employing
differentiated instruction, and adopting gamification
techniques. The factors that hinder teachers from
employing active learning activities include limited
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Volume 05, Issue 07, 2024 | Open Access | ISSN: 2582-6832
resources, time constraints, poor classroom
management, and limited learning and development.
The proposed teaching-learning package on active
learning offers a comprehensive approach to enhancing
students' scientific skills by integrating innovative
instructional methods into the curriculum. Such as
active learning modules, tailored assessment tools, and
teacher support materials, the package aims to promote
a student-centered approach to learning and foster the
development of scientific skills among students in
Private Schools in Bulan, Sorsogon.
Finally, the researcher offers the following
recommendations based on the findings and conclusions
made: (1) Promoting active learning be continuously
employed by science teachers through a variety of
relevant science activities. (2) The level of development
of both the basic and complex scientific skills be
assessed by the science teachers. (3) Science teachers be
kept abreast with the time-tested and emerging strategies
that promote active learning in their learning and
development. (4) Science teachers in the locale be
organized as a professional learning community to
facilitate the resolution of issues and gaps that concern
science education. (5) Fostering collaboration among
science teachers within Private Schools in Bulan,
Sorsogon be made to share best practices, resources, and
innovative ideas for promoting active learning. (6) The
establishment of learning communities be given
preferential attention by the education sector where
educators can collaborate, exchange experiences, and
support each other in implementing active learning
approaches. (7) The proposed teaching-learning
package be further enhanced for the effectiveness of
active learning strategies in promoting scientific skills
among students.
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